Before I even began reading this section, the title “Round-Robin Reading” intrigued me. As a student, this method had always given me severe anxiety, even into my later years of schooling. Although I was not considered a “struggling reader,” I still felt that my abilities were being showcased for all to see and that made me very unsure of myself. I would stumble over words that I absolutely knew and would lose my place when reading and struggle to find it again, feeling embarrassed all the while. This “public performance” aspect of this method is all too familiar to me.
As I read on in this section, Garan supported my own personal thoughts, as well as the thoughts of my district, on round-robin reading. They mention that it is low interest for students that are not actively reading at a given time and that even the person who is reading can be more focused on how he/she sounds, rather than comprehending what he/she is reading. She also discusses what I had experienced with round-robin reading, which was the performance aspect of round-robin reading.
For me, the most interesting point that was made in this section about round robin-reading comes from Steven Stahl’s section of the book, “The Voice of Evidence in Reading Research.” He states that in a classroom where round-robin reading is practiced, children only read an average of six minutes each day, and lower-achieving readers often read less than 2 minutes each day. That instantly triggered my thinking. I have always felt that the best way to learn to read and gain knowledge is to READ. Given this point of view, it is clear that round-robin reading would not be effective in teaching children to read and comprehend.
--------------------------------------------------------------------------------------------------- Christi - I definitely agree with you in regards to how round-robin reading makes kids anxious. I remember I felt anxious too and had knots in my stomach the closer it got to my turn to read. I think that round-robin reading negatively impacts kids because they are so uncomfortable that they are not able to focus on what they are reading. And as you point out from the quote from Steven Stahl, if kids are reading less than 10 minutes in a round-robing classroom, how are they going to get those basic skills in reading?! In my practicum classroom setting the teachers used guided reading groups. They grouped students together that were around the same reading level. You could tell that they were comfortable in groups of 4 or 5 reading aloud. Even the students that struggled didn't get upset when the had trouble with a word, they just took their time to try and say it, if they couldn't then I or the teacher working with them would help them along. Even some of the other kids in the group would help them if they struggled, which I think is a sign that it seems to foster empathy and caring for the peers. - Molly
------------------------------------------------------------------------------------------------------ Friday, June 17th Classroom Strategies p. 45
As I came across the topic of anticipation guides, I became very interested in reading more about them. I had learned a little bit about, and even used anticipation guides in my classroom, but had never really grasped all that they can do for my students. The most significant piece of information that I gained about anticipation guides was that they can also be use for fictional texts. I have never used one for our novels and I am really interested in incorporating them this coming school year. I love the fact that the students are asked to compare and contrast their thoughts and opinions with those of the author. This requires the students to really analyze points of view and make decisions/judgments based on what they know about an author based on what he/she has written. I strive to provide my students with higher level thinking opportunities like this.
This strategy also has a variation called a prediction guide. I liked that the Buehl emphasized that a prediction must be supported by relevant information /evidence and must be consistent with previous experiences. He also adds that the prediction, although likely well thought out, may turn out to be incorrect. This is something that my students really struggled with. They did not want to be wrong. If I would ask them to make predictions on post-its before reading in their independent time, I came to find that they weren’t making their predictions BEFORE reading so that they would be right. I then had to have the students meet with a partner to make and write their prediction before reading. Depending on the rotation of the groups, some groups would make the prediction with me before leaving my group for independent time.
I really like the specific direction that the prediction guide gives to the students to make their predictions. I also like to give students a more open opportunity to make predictions based on something that they were thinking about, rather than giving them specifics. Prediction guides, however, are definitely helpful to guide thinking, especially with students who struggle with making predictions on their own. Many times it seems to be difficult for students to just think of a prediction to make about a text, unless they are very engaged and fluent readers.
---------------------------------------------------------------------------------------------------------------- 6/19 Christi, I like reading your thoughts on making predictions. I teach middle school learning support and my students are the exact same way! They really struggle with predictions and I have to draw them out of them. Their usual answers are, "I don't know." I give them prompts as to what may happen but then I feel those are my predictions and not their own. I think the prediction guide would be a great addition to my classroom as well! Bethany
----------------------------------------------------------------------------------------------------------------------------------------------- Monday, June 20th Smart Answers section #3
As a fifth grade teacher, big books are not seen as frequently as they might be seen in the primary grades. I do not necessarily use big books to show directionality for reading or really even that one spoken word equals one written word at the fifth grade level. I do, however, use projected text (big books on the Smart Board) to discuss and teach concepts, such as comprehension and fluency, which Garan talks about in this section. Reading fluency varies greatly from one student to another. Some students can read quickly, but without voice. Others read with great enthusiasm, but quite slowly. I have used projected “big books” to do scooping/phrasing exercises with my students, to model what a fluent reader sounds like, and to demonstrate the rhythm with which a fluent reader speaks.
Big books are also a great resource for teaching comprehension skills. It allows the students to see the exact words that the teacher is seeing and using in order to model specific comprehension skills. The teacher can point to certain words that are triggering his/her thinking and engage the students in that way. The students can see vocabulary terms that will be explored and again, the words are right there for the teacher to refer to and manipulate. Also, as Garan explains, big books are helpful in making connections as the teacher and students share the text. In conclusion, I also really liked the fact that using these big books help the struggling readers to read without embarrassing them. It builds their confidence and really helps the students interact with the text.
6/21/11 Christi, As a high school teacher, I do not use big books. However, I teach two different reading classes that focus on decoding and comprehension. I like how you use projected texts in your class. That seems like a great idea for me to try to integrate in my classroom when teaching my reading lessons. I think projected texts would go over well with my students, because it won't seem as "elementary" to the teenagers as a big book would. Thanks for the idea! Caitlin
Christi – Picture books and words without text are also sometimes overlooked at the intermediate grades. However, without the cognitive load of decoding text, older students can really engage in the story they are creating. Dr. P.
One of my biggest struggles with reading instruction is deciding on the type of reading instruction that I should be giving. The Literacy Lessons book outlines several types: shared or choral reading, echo reading, radio reading, reader’s theatre, buddy reading, silent and whisper reading, and paired reading. Although these strategies are often seen in a primary setting, it is also stated that these types of reading are necessary in a middle-level reading program. As I continued to read about the different types of reading instruction, it occurred to me how important it is to integrate different strategies because students have different needs and learn in different ways. I have done many of these reading instruction types, but would like to use a wider variety of them. I really liked the “radio reading” and the idea of using a microphone to demonstrate the intonation. I think that this would be motivational for my students, especially if they get to use the microphone. The name of the reading type, radio reading, gives a little motivation in itself. I think my students would really enjoy being asked to radio read as if they were “live, on the air.” It would just bring a little fun to the reading.
As I read further, I got to the information about writing, which has been a big push in our district this year. Although summarizing a text is part of writing and reading instruction, this book suggests that there is more to it. Narrative, expository, and persuasive writing instruction are crucial aspects of a “balanced literacy framework,” which is what we are stressing now in Carlisle. We have shown examples of and modeled each type of writing and the students have been very successful. Their writing scores went up tremendously this year through the introduction and use of writing workshop this year. Writing workshop has proven to be very valuable for me, just as this book suggests. ---------------------------------------------------------------------------------------------------------------------------------------------------
Christi, I have also used many of those reading instruction types, such as shared reading, echo reading, reader's theatre, whisper reading, and paired reading. I however have not tried the radio reading in my classroom either. I agree with you in thinking that the kids would be very excited to try this and use a microphone. The funny thing is, I had a really interesting child in my class this past year who always wanted to respond using "different voices." He would make his voice deep or make it sound like he had an accent. He would also often times use his pencil as a "microphone" when he would present something to the class. I know he would have enjoyed holding a real microphone in those situations :) I too, think that this activity would bring a little fun to the reading! -Heidi
This section really sparked my interest, especially because I am not as in touch with the primary grades as I would like to be. As a young reader, I remember marking my place and moving my reading along by finger pointing. I also remember hearing more recently that this was not a valuable skill, because when learned, it was difficult to break. It is refreshing to read that this skill is a foundation for reading and can be transformed over time.
Finger pointing helps the young reader to understand the concept of speech to print, the spaces in a text, and the alphabetic principle. The interesting part of this is that the students eventually begin to sweep through the words, which I see as phrasing. This is something that we still work on in fifth grade with students who struggle with fluency. The scooping, or sweeping, can be done by physically scooping phrases with a finger. It then becomes a skill that students can do with their eyes as a more fluent reader. Through this, Garan says, the students not only realize the concept of speech to print, but also the importance of fluent, expressive reading.
Although the concept of finger pointing seems primary, I have realized that it is helpful in some cases with my students, especially those who are struggling with fluency. I also found it essential to understand that this skill is helpful, but it means nothing if it doesn’t end in the comprehension of what is being read, which is the central goal of reading. ----------------------------------------------------------------------------------------
Monday, June 27th Smart Answers section #5 After reading the section on homework and worksheets, I supported the ideas that Garan had posed about the uselessness of this type of “instruction and practice.” Having been a student of worksheet learning and practice myself, I can honestly say that I gained very little from doing worksheets. As a teacher, I try my best to steer clear of this type of mindless busy work. I feel that hands on activities and real life experiences are much more effective in student learning. This is most likely because they are motivated and enjoy what they are doing. I never really remember enjoying a worksheet. I also really liked the point that was made about the space given for answers on worksheets. Garan says, “little lines, little thinking.” This is such a cosmetic aspect, but represents such a huge idea. The less room given for responses, the less response, and thinking for that matter, we will get. This promotes inside the box thinkers, which is exactly what we don’t want. In our world, it is so important to be a problem solver and to be able to think outside of the box.
I also understood and agreed with Garan’s homework explanation. Although I understand that reading is different than math, I have often found myself giving my students a practice sheet based on the skill that we learned that day to see if they could successfully perform the skill independently. Even though I do believe there are benefits of extra practice, it was interesting to read that there is no research that shows research helps. Alfie Kohn says that there are very few pros to homework, it provides no help for younger students, and that it is questionable whether or not it is helpful to older students. What got me even more was the thought that homework also fails to promote independence, responsibility, and good work habits.
The “homework” that I assign in reading is just to read and maybe respond to reading in some way, whether it is a summary or some type of activity. I am now starting to rethink, however, my take on math homework and how I can make that more effective and beneficial for my students. -----------------------------------------------------------------------------------------------------------------------------------------------
Christi - You continue to build excellent connections between what you are reading and your classroom practice. Well done. Dr. P.
The most interesting idea that I pulled from these chapters was the idea of vocabulary in the electronic world. This was all about using television programs, even entire shows on the cable in the classroom channel, to teach vocabulary. I have used movie clips and commercials for many concepts in my classroom, but really have not considered using them for vocabulary instruction. The ideas that were presented were so simple, and yet I have never thought of them. It was interesting to read about how “in favor” these authors were about watching television, because watching television often comes with such a negative connotation, especially with regard to teaching and learning.
I like what these authors presented because they said it is great when it is used effectively as an extension of the regular classroom instruction. They also state that along with recall of the events in the television program, the vocabulary terms used in the video must also be included with the instruction to make it meaningful. Because the students will most likely be highly engaged in this type of approach, it could be an important tool in student learning. They will also have visual representation to relate with the vocabulary and ideas, which will help the students to retain the information better. If used in the correct way, I think that using more videos in the classroom would be a valuable approach to reach students, especially in these technological times.
Although I found many interesting and useful activities in this reading selection, my favorite was the part regarding role playing as a reader. This is a strategy that I have used many times in my classroom and my students absolutely love it. My students have done activities from writing and acting out a skit that summarizes a chapter that they had read, to answering interview questions from the perspective of given character, as it suggests in this book, Classroom Strategies for Interactive learning. Although I knew that these activities had great value for the students’ comprehension, Buehl further supports them by stating that they “give students practice in translating the language of text into their own words and make them involved in a much more in-depth synthesis of material.” Not only can this role playing help with reading, but Buehl also explains that it can help make students sensitive to different social perspectives.
I have to admit that I most enjoy the point of view study guide aspect of role playing in reading, however I also find Readers Theatre to be meaningful as well. I like that the students have to read through their script and learn about their character. With the information that they gain from the text and hopefully even the inferences they make, the students should be able to fully encompass their character and show their understanding of the text that they read. I often use the point of view study guide even after the Readers Theatre while the students are still “in character” to assess the understanding they acquired during their reading. These strategies are very high interest for students and they really seem to thrive on these types of activities, which will hopefully result in a great understanding of the reading selelction at hand.
Here are the activities for character analysis! :)
Wednesday, June 15th
Smart Answers section #2
Before I even began reading this section, the title “Round-Robin Reading” intrigued me. As a student, this method had always given me severe anxiety, even into my later years of schooling. Although I was not considered a “struggling reader,” I still felt that my abilities were being showcased for all to see and that made me very unsure of myself. I would stumble over words that I absolutely knew and would lose my place when reading and struggle to find it again, feeling embarrassed all the while. This “public performance” aspect of this method is all too familiar to me.
As I read on in this section, Garan supported my own personal thoughts, as well as the thoughts of my district, on round-robin reading. They mention that it is low interest for students that are not actively reading at a given time and that even the person who is reading can be more focused on how he/she sounds, rather than comprehending what he/she is reading. She also discusses what I had experienced with round-robin reading, which was the performance aspect of round-robin reading.
For me, the most interesting point that was made in this section about round robin-reading comes from Steven Stahl’s section of the book, “The Voice of Evidence in Reading Research.” He states that in a classroom where round-robin reading is practiced, children only read an average of six minutes each day, and lower-achieving readers often read less than 2 minutes each day. That instantly triggered my thinking. I have always felt that the best way to learn to read and gain knowledge is to READ. Given this point of view, it is clear that round-robin reading would not be effective in teaching children to read and comprehend.
---------------------------------------------------------------------------------------------------
Christi -
I definitely agree with you in regards to how round-robin reading makes kids anxious. I remember I felt anxious too and had knots in my stomach the closer it got to my turn to read. I think that round-robin reading negatively impacts kids because they are so uncomfortable that they are not able to focus on what they are reading. And as you point out from the quote from Steven Stahl, if kids are reading less than 10 minutes in a round-robing classroom, how are they going to get those basic skills in reading?! In my practicum classroom setting the teachers used guided reading groups. They grouped students together that were around the same reading level. You could tell that they were comfortable in groups of 4 or 5 reading aloud. Even the students that struggled didn't get upset when the had trouble with a word, they just took their time to try and say it, if they couldn't then I or the teacher working with them would help them along. Even some of the other kids in the group would help them if they struggled, which I think is a sign that it seems to foster empathy and caring for the peers. - Molly
------------------------------------------------------------------------------------------------------
Friday, June 17th
Classroom Strategies p. 45
As I came across the topic of anticipation guides, I became very interested in reading more about them. I had learned a little bit about, and even used anticipation guides in my classroom, but had never really grasped all that they can do for my students. The most significant piece of information that I gained about anticipation guides was that they can also be use for fictional texts. I have never used one for our novels and I am really interested in incorporating them this coming school year. I love the fact that the students are asked to compare and contrast their thoughts and opinions with those of the author. This requires the students to really analyze points of view and make decisions/judgments based on what they know about an author based on what he/she has written. I strive to provide my students with higher level thinking opportunities like this.
This strategy also has a variation called a prediction guide. I liked that the Buehl emphasized that a prediction must be supported by relevant information /evidence and must be consistent with previous experiences. He also adds that the prediction, although likely well thought out, may turn out to be incorrect. This is something that my students really struggled with. They did not want to be wrong. If I would ask them to make predictions on post-its before reading in their independent time, I came to find that they weren’t making their predictions BEFORE reading so that they would be right. I then had to have the students meet with a partner to make and write their prediction before reading. Depending on the rotation of the groups, some groups would make the prediction with me before leaving my group for independent time.
I really like the specific direction that the prediction guide gives to the students to make their predictions. I also like to give students a more open opportunity to make predictions based on something that they were thinking about, rather than giving them specifics. Prediction guides, however, are definitely helpful to guide thinking, especially with students who struggle with making predictions on their own. Many times it seems to be difficult for students to just think of a prediction to make about a text, unless they are very engaged and fluent readers.
----------------------------------------------------------------------------------------------------------------
6/19
Christi,
I like reading your thoughts on making predictions. I teach middle school learning support and my students are the exact same way! They really struggle with predictions and I have to draw them out of them. Their usual answers are, "I don't know." I give them prompts as to what may happen but then I feel those are my predictions and not their own. I think the prediction guide would be a great addition to my classroom as well!
Bethany
-----------------------------------------------------------------------------------------------------------------------------------------------
Monday, June 20th
Smart Answers section #3
As a fifth grade teacher, big books are not seen as frequently as they might be seen in the primary grades. I do not necessarily use big books to show directionality for reading or really even that one spoken word equals one written word at the fifth grade level. I do, however, use projected text (big books on the Smart Board) to discuss and teach concepts, such as comprehension and fluency, which Garan talks about in this section. Reading fluency varies greatly from one student to another. Some students can read quickly, but without voice. Others read with great enthusiasm, but quite slowly. I have used projected “big books” to do scooping/phrasing exercises with my students, to model what a fluent reader sounds like, and to demonstrate the rhythm with which a fluent reader speaks.
Big books are also a great resource for teaching comprehension skills. It allows the students to see the exact words that the teacher is seeing and using in order to model specific comprehension skills. The teacher can point to certain words that are triggering his/her thinking and engage the students in that way. The students can see vocabulary terms that will be explored and again, the words are right there for the teacher to refer to and manipulate. Also, as Garan explains, big books are helpful in making connections as the teacher and students share the text. In conclusion, I also really liked the fact that using these big books help the struggling readers to read without embarrassing them. It builds their confidence and really helps the students interact with the text.
6/21/11
Christi,
As a high school teacher, I do not use big books. However, I teach two different reading classes that focus on decoding and comprehension. I like how you use projected texts in your class. That seems like a great idea for me to try to integrate in my classroom when teaching my reading lessons. I think projected texts would go over well with my students, because it won't seem as "elementary" to the teenagers as a big book would. Thanks for the idea!
Caitlin
Christi – Picture books and words without text are also sometimes overlooked at the intermediate grades. However, without the cognitive load of decoding text, older students can really engage in the story they are creating. Dr. P.
---------------------------------------------------------------------------------------------------------------------------------------------------------
Wednesday, June 22nd
Literacy Lessons p. 17
One of my biggest struggles with reading instruction is deciding on the type of reading instruction that I should be giving. The Literacy Lessons book outlines several types: shared or choral reading, echo reading, radio reading, reader’s theatre, buddy reading, silent and whisper reading, and paired reading. Although these strategies are often seen in a primary setting, it is also stated that these types of reading are necessary in a middle-level reading program. As I continued to read about the different types of reading instruction, it occurred to me how important it is to integrate different strategies because students have different needs and learn in different ways. I have done many of these reading instruction types, but would like to use a wider variety of them. I really liked the “radio reading” and the idea of using a microphone to demonstrate the intonation. I think that this would be motivational for my students, especially if they get to use the microphone. The name of the reading type, radio reading, gives a little motivation in itself. I think my students would really enjoy being asked to radio read as if they were “live, on the air.” It would just bring a little fun to the reading.
As I read further, I got to the information about writing, which has been a big push in our district this year. Although summarizing a text is part of writing and reading instruction, this book suggests that there is more to it. Narrative, expository, and persuasive writing instruction are crucial aspects of a “balanced literacy framework,” which is what we are stressing now in Carlisle. We have shown examples of and modeled each type of writing and the students have been very successful. Their writing scores went up tremendously this year through the introduction and use of writing workshop this year. Writing workshop has proven to be very valuable for me, just as this book suggests.
---------------------------------------------------------------------------------------------------------------------------------------------------
Christi,
I have also used many of those reading instruction types, such as shared reading, echo reading, reader's theatre, whisper reading, and paired reading. I however have not tried the radio reading in my classroom either. I agree with you in thinking that the kids would be very excited to try this and use a microphone. The funny thing is, I had a really interesting child in my class this past year who always wanted to respond using "different voices." He would make his voice deep or make it sound like he had an accent. He would also often times use his pencil as a "microphone" when he would present something to the class. I know he would have enjoyed holding a real microphone in those situations :) I too, think that this activity would bring a little fun to the reading!
-Heidi
-----------------------------------------------------------------------------------------------------------------------------------------------------
Friday, June 24th
Smart Answers section #4
This section really sparked my interest, especially because I am not as in touch with the primary grades as I would like to be. As a young reader, I remember marking my place and moving my reading along by finger pointing. I also remember hearing more recently that this was not a valuable skill, because when learned, it was difficult to break. It is refreshing to read that this skill is a foundation for reading and can be transformed over time.
Finger pointing helps the young reader to understand the concept of speech to print, the spaces in a text, and the alphabetic principle. The interesting part of this is that the students eventually begin to sweep through the words, which I see as phrasing. This is something that we still work on in fifth grade with students who struggle with fluency. The scooping, or sweeping, can be done by physically scooping phrases with a finger. It then becomes a skill that students can do with their eyes as a more fluent reader. Through this, Garan says, the students not only realize the concept of speech to print, but also the importance of fluent, expressive reading.
Although the concept of finger pointing seems primary, I have realized that it is helpful in some cases with my students, especially those who are struggling with fluency. I also found it essential to understand that this skill is helpful, but it means nothing if it doesn’t end in the comprehension of what is being read, which is the central goal of reading.
----------------------------------------------------------------------------------------
Monday, June 27th
Smart Answers section #5
After reading the section on homework and worksheets, I supported the ideas that Garan had posed about the uselessness of this type of “instruction and practice.” Having been a student of worksheet learning and practice myself, I can honestly say that I gained very little from doing worksheets. As a teacher, I try my best to steer clear of this type of mindless busy work. I feel that hands on activities and real life experiences are much more effective in student learning. This is most likely because they are motivated and enjoy what they are doing. I never really remember enjoying a worksheet. I also really liked the point that was made about the space given for answers on worksheets. Garan says, “little lines, little thinking.” This is such a cosmetic aspect, but represents such a huge idea. The less room given for responses, the less response, and thinking for that matter, we will get. This promotes inside the box thinkers, which is exactly what we don’t want. In our world, it is so important to be a problem solver and to be able to think outside of the box.
I also understood and agreed with Garan’s homework explanation. Although I understand that reading is different than math, I have often found myself giving my students a practice sheet based on the skill that we learned that day to see if they could successfully perform the skill independently. Even though I do believe there are benefits of extra practice, it was interesting to read that there is no research that shows research helps. Alfie Kohn says that there are very few pros to homework, it provides no help for younger students, and that it is questionable whether or not it is helpful to older students. What got me even more was the thought that homework also fails to promote independence, responsibility, and good work habits.
The “homework” that I assign in reading is just to read and maybe respond to reading in some way, whether it is a summary or some type of activity. I am now starting to rethink, however, my take on math homework and how I can make that more effective and beneficial for my students.
-----------------------------------------------------------------------------------------------------------------------------------------------
Christi - You continue to build excellent connections between what you are reading and your classroom practice. Well done. Dr. P.
-----------------------------------------------------------------------------------------------------------------------------------------------------
Wednesday, June 29th
Literacy Lessons p. 133
The most interesting idea that I pulled from these chapters was the idea of vocabulary in the electronic world. This was all about using television programs, even entire shows on the cable in the classroom channel, to teach vocabulary. I have used movie clips and commercials for many concepts in my classroom, but really have not considered using them for vocabulary instruction. The ideas that were presented were so simple, and yet I have never thought of them. It was interesting to read about how “in favor” these authors were about watching television, because watching television often comes with such a negative connotation, especially with regard to teaching and learning.
I like what these authors presented because they said it is great when it is used effectively as an extension of the regular classroom instruction. They also state that along with recall of the events in the television program, the vocabulary terms used in the video must also be included with the instruction to make it meaningful. Because the students will most likely be highly engaged in this type of approach, it could be an important tool in student learning. They will also have visual representation to relate with the vocabulary and ideas, which will help the students to retain the information better. If used in the correct way, I think that using more videos in the classroom would be a valuable approach to reach students, especially in these technological times.
---------------------------------------------------------------------------------------------
Friday, July 1st
Classroom Strategies p. 149
Although I found many interesting and useful activities in this reading selection, my favorite was the part regarding role playing as a reader. This is a strategy that I have used many times in my classroom and my students absolutely love it. My students have done activities from writing and acting out a skit that summarizes a chapter that they had read, to answering interview questions from the perspective of given character, as it suggests in this book, Classroom Strategies for Interactive learning. Although I knew that these activities had great value for the students’ comprehension, Buehl further supports them by stating that they “give students practice in translating the language of text into their own words and make them involved in a much more in-depth synthesis of material.” Not only can this role playing help with reading, but Buehl also explains that it can help make students sensitive to different social perspectives.
I have to admit that I most enjoy the point of view study guide aspect of role playing in reading, however I also find Readers Theatre to be meaningful as well. I like that the students have to read through their script and learn about their character. With the information that they gain from the text and hopefully even the inferences they make, the students should be able to fully encompass their character and show their understanding of the text that they read. I often use the point of view study guide even after the Readers Theatre while the students are still “in character” to assess the understanding they acquired during their reading. These strategies are very high interest for students and they really seem to thrive on these types of activities, which will hopefully result in a great understanding of the reading selelction at hand.
Here are the activities for character analysis! :)